Development Through the Lifespan

Karpov, Yuriy V.

doi:10.1017/cbo9780511840975.009

Cited by 29 publications

(43 citation statements)

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“…Vygotsky believed that play promotes cognitive, social, and emotional development in children. However, the Vygotskian view on sociodramatic play is just the opposite of the common belief that play is children's free activity time in which they do whatever they want while liberating themselves from rules and social pressure (Karpov, 2003). In the Vygotskian definition, play is limited to the dramatic or make-believe play of preschoolers.…”

Section: A Vygotskian Definition Of Playmentioning

confidence: 99%

“…Because this desire cannot be fulfilled directly (i.e., children cannot become a firefighter or a doctor), they enter the world of adults through imitation and exploration of social relationships through dramatic play (Karpov, 2003). Vygotsky believed that children are able to engage in pretend play because they start to separate the visual field (what can be seen) from the field of sense (what can be implied), or meaning.…”

Section: A Vygotskian Definition Of Playmentioning

confidence: 99%

“…Acting according to rules begins to be determined by ideas rather than by objects, and the child's relation to the immediate, real, and concrete situation becomes revealed through play (Vygotsky, 1978). Vygotsky saw this as the first step for the development of higher mental functions and verbal thinking, which becomes important for children during their transition to school (Gajdamaschko, 2011;Karpov, 2003;Smidt, 2009). …”

Section: A Vygotskian Definition Of Playmentioning

confidence: 99%

“…Toward the end of the preschool period, when a child has mastered the main types of play, play becomes a predominant activity, an activity that influences a significant part of the child's life (Kravtsov & Kravtsova, 2010). A certain activity is defined as leading for the given age period because mediation within this activity produces major developmental accomplishments in children and provides the basis for their transition to the next leading activity (Karpov, 2003). At the end of preschool, children become more and more interested in learning activities, a prerequisite for their transition to school.…”

Section: Play As a Leading Activity In Preschoolersmentioning

confidence: 99%

“…They have overcome their egocentric position toward other people and the external world, are able to self-regulate their behaviour, and are able to engage in symbolic thought, which is crucial for their success at school. Therefore, through sociodramatic play, children develop prerequisites for learning at school (Karpov, 2003).…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

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Supporting Young Children’s Learning in a Dramatic Play Environment

Schärer¹

2017

J Child. Stud.

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Janine Hostettler Scharer, PhD, educational psychology from Simon Fraser University, is a lecturer for university and college-level classes in early childhood education and a former kindergarten teacher. Her research interests include learning and development in families and early childhood settings, relationships, and play. Her dissertation explored children's transitions from family to childcare. Email: janine.hostettler@gmx.netAs an early childhood education lecturer at both the university and college level and a former kindergarten teacher, I have been experiencing, studying, and researching children's play and have always been fascinated by it. In my graduate studies, I was particularly drawn to Vygotsky's (1978) cultural-historical theory. I explored what Vygotsky wrote about mature dramatic play as leading a child's development and incorporated those views in my lectures. However, when teaching prospective ECE teachers and educators about play and learning through play, I faced more challenges than I anticipated. I have observed prospective ECE teachers being as fascinated by Vygotsky's play theory as I, and being astonished by the potential for children to learn through play. Nonetheless, many prospective ECE teachers I have worked with (especially ones teaching kindergarten and elementary grades but also some prospective preschool teachers) hold the preconception that play is something they can allow children to do between blocks of instruction, something that children will do unprompted and that does not need their input, something that gives teachers or educators time to do other things. These prospective teachers' idea of play was either centre time (playing house, blocks, reading corner) or outdoor play (playground time). I found that even when these prospective teachers learn about the benefits of learning through play, they still worry about parental opposition to playtime in the classroom and that playtime will take away from their ability to complete their curriculum. My objective is to challenge these beliefs.What I am presenting is based on a Vygotskian theory of play that focuses on dramatic or make-believe play. I will discuss how play develops, how play is considered the leading activity of preschoolers and early elementary children, how play influences development, and how teachers and educators can foster, enrich, and scaffold mature dramatic play. The preschool period in Vygotsky's terms is the time between a child's third and seventh birthdays, therefore it includes kindergarten and early primary grades. After presenting this theoretical approach, I will

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Section: A Vygotskian Definition Of Playmentioning

confidence: 99%

Section: A Vygotskian Definition Of Playmentioning

confidence: 99%

Section: A Vygotskian Definition Of Playmentioning

confidence: 99%

Section: Play As a Leading Activity In Preschoolersmentioning

confidence: 99%

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

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Supporting Young Children’s Learning in a Dramatic Play Environment

Schärer¹

2017

J Child. Stud.

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Dooly¹

2017

The Handbook of Technology and Second Language Teaching and Learning

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Towards a Comprehensive View of Object-Oriented Play

et al. 2021

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The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This can support early childhood educators to successfully guide or enrich children’s OOP, so it becomes a context in which learning can take place. During the past decades, three dominant theoretical perspectives have explained and assessed certain (developmental) aspects of OOP: (1) genetic epistemology, (2) cultural historical psychology, and (3) evolutionary psychology. After reviewing the literature concerning OOP according to each theoretical perspective, this paper aims to synthesize these existing theories into a unified theoretical framework. This theoretical framework can be a starting point for future research on OOP in early childhood (education). We answer the following research questions: Q1. What are the defining labels and features of the exploration and/or manipulation of objects and materials by children in early childhood?; Q2. What is the developmental trajectory of the exploration and/or manipulation of objects and materials by children in early childhood?; Q3. What is the developmental value of the exploration and/or manipulation of objects and materials by children in early childhood?

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Development Through the Lifespan

Cited by 29 publications

References 12 publications

Supporting Young Children’s Learning in a Dramatic Play Environment

Supporting Young Children’s Learning in a Dramatic Play Environment

Telecollaboration

Towards a Comprehensive View of Object-Oriented Play

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